Individualised programmes refers to educational programmes that have been adapted or modified to meet a child's individual learning needs. These are also referred to as individual education plans or individual learning plans.

Schools

Do you work in a school?

Recommended practice and the transition to school for children with disabilities

All children arrive at primary school with knowledge and experiences from growing up within the context of family, neighbourhood, service and community environments. Traditional concepts of school readiness have placed emphasis on a child's skills; however, skill-based assessments of children's functioning have been shown to be poor predictors of subsequent school adjustment and achievement (La Paro & Pianta, 2001; Pianta & La Paro, 2003). More recent thinking about the transition to school recognises that "school readiness does not reside solely in the child, but reflects the environments in which children find themselves" (Kagan & Rigby, 2003, p. 13).

(Sayers, M et al Starting school: A pivotal life transition for children and their families Family Matters 2012 No. 90 p45)
Teachers play an important role in this community-wide approach to children’s transition to school.

Useful practices and potential barriers in the transition to school

Research and feedback from parents, carers and professionals across NSW, has identified some useful practices and potential barriers in the transition to school.

Useful practices

interagency collaboration

timeliness of planning and activities

training for all involved

advocacy skills for parents

active parent involvement

effective communication

ongoing evaluation and reflection

support for the family

orientation for child

teaching children skills in preparation for school

strategies for receiving teacher

Potential barriers

administrative

family concerns not being addressed

shift in educational approach (e.g. from family-centred to curriculum based practice)

identifying any specific professional development or training needs that will improve the school's capacity to support the child (e.g. communication systems currently used by the child)

sharing key information about the child’s learning strengths and needs between key school staff members to ensure a consistent approach to teaching and learning

“I think early intervention is so critical but we need to partner. Linking with parents and having a partnership with outside agencies is essential. Schools are limited in their capacity, so they need to work in with others and link parents to outside agencies and support networks.”

Assistant Principal in a regional school

What are the benefits of having a child with a disability included in your class or school?

There is a great deal of research which recognises the benefits of inclusive education. With appropriate planning and support for teachers, there is potential for typically developing children and children with disabilities as well as teachers, to benefit from inclusive practices.
Benefits of inclusion

For all children:

positive impacts on social development

improved communication skills

more positive sense of self and self-worth

improved behaviour

increased awareness of and responsiveness to the needs of others compared with children educated in non-inclusive settings

For typically developing children:

no decrease in academic performance than when compared with children in classrooms where children with disabilities are not included

greater acceptance and understanding of diversity and individuality, which can lead to increased flexibility and adaptability

when children with disabilities are included in physical education and provided with appropriate support, the outcomes are positive for all children involved

For children with disabilities:

better academic and vocational outcomes when compared to children who are educated in segregated settings

creates a situation where all children can be valued and experience a sense of belonging and where all children are encouraged to reach their full potential in all areas of development

when children with disabilities are included in physical activities, this provided an entry point for play and friendship and creates a sense of legitimate participation

Ref: Cologon, K. (2013) Inclusion in Education: towards equality for students with disability Children and Families Research Centre Institute of Early Childhood, Macquarie University

For teachers:

development of more skills to enable the inclusion of children who experience disability

knowledge and skills to provide higher quality education and care for children who do and do not have disabilities (Baker-Ericzén et al., 2009; Jordan & Stanovich, 2001; Jordan et al., 2010)

Working with Families

"It really was the support of the professionals we had involved that made the transition go smoothly. I really got the feeling at the orientation that the teachers “got it” and the school was accessible. I just had a level of confidence in them.”

David, father of Patrick

What do parents find helpful?

setting up a clear communication system that works for teacher and parents (e.g. email, communication book, SMS, regular face to face meetings or a combination of all of these methods). Effective communication is crucial in order to share progress, keep strategies consistent between home and school and support the child’s well-being

communication from teachers about:

positive progress or events as well as any challenges

challenges as they arise rather than when they have existed for a long time

what is working in the school environment

how they may be able to support the learning of any of the skills their child is being taught at school

opportunities for parent volunteering which are helpful to the whole class/school

opportunities for parents to be actively involved in planning their child’s education

confirmation that:

parents’ knowledge of their child and priorities for their child’s learning has been heard

school staff have spoken with and learned from the professionals who have been involved with the child’s education and intervention prior to school

opportunities to make connections with other families in the school community

The "Snapshot of my child" document can be a useful way of assisting families to share their knowledge of their child's strengths and needs with their child's new teacher.

seeking involvement from parents and family members to support programs at school

supporting parents and carers to understand the varied nature and demands of the role of the teacher

Support and resources

Teachers in schools should not feel they need to have all the answers, nor that they need to work out what will meet each child’s educational needs on their own. While teachers are experts in curriculum, parents are experts on their child, and the best outcomes come from working collaboratively.

Most students who have identified disabilities prior to starting school will have ECI professional/s involved. Speak to the family about who they have in their support team for their child, and whether they may be able to provide any assistance.

Within your school and education system, there are specialist staff who are able to work with you to build your capacity to adapt and adjust programming and teaching to support learning for children with additional needs.

Specific assistance may be available from the following professionals:

ECI professionals may be available to meet with you, come for observation visits, or show you support tools or resources which had been used successfully in the past. Some ECI service providers may have funding to provide support to the child until the age of 7 or 8 years which can assist with continuity between early childhood and school

other members of your school team may have made observations or had experiences with children which they might share with you to allow you to reflect further on your own practices

support professionals within your school, the Department of Education and Communities area office, Catholic Diocese or the AIS (e.g. psychologists, speech pathologists, occupational therapists may be available to support you in your role)

click here to view a resource designed for Catholic school staff which may provide some ideas on effectively participating in the individual planning process for students with a disability.

Click here for information about research around effective transition practices for families from Aboriginal and Torres Strait Islander backgrounds.

Self-Reflection questions

When working with families, ask yourself:

Are the first contacts that parents have with our school welcoming?

Do we seek information from parents about what has worked for the child in the past? Do we treat this information confidentially?

Do we establish and maintain effective regular communication with families?

Do we provide positive feedback about progress as well as information about any challenges in a timely manner to parents?

Do we invite parents and carers to be involved in the school community in ways which are helpful to the school and encourage families active involvement in their child’s learning?

When working in partnership, ask yourself:

Does our school work with other professionals to provide a consistent approach to transition to school?

Does our school make contact with the ECEC and ask to visit and observe children with a disability in their setting?

Does our school make use of the information provided by early childhood intervention services, ECEC services and parents?

Do we know about and access the assistance of relevant support professionals to enhance our school’s capacity to include children with disabilities?

Starting school is an important milestone in any child and family’s life. For families of children with developmental delay or disability, transition to school requires additional thought, time, planning and support to make the process as smooth and as positive as possible.

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Starting school is an important milestone in any child and family’s life. For families of children with developmental delay or disability, transition to school requires additional thought, time, planning and support to make the process as smooth and positive as possible.